Libraries and student assistants

2.  Economic conditions have left libraries of all
sizes and types struggling with inadequate
staffing. Student library assistants are considered
a stop-gap measure to address this situation, but
practically end up being a long term solution as
well. By analyzing LIS literature, this paper
discusses the rationale for library student
assistants, the process of recruitment, training,
tasks done by student librarians. Studying the
historical development of the practice, this paper
suggests some practical approaches that would
enable libraries maximize the use of student
librarians.

3. Different titles:
 student librarians,
 student library assistants,
 student library helpers or
 student workers

4.  Started in American universities early
1800s and has since become a popular
and common phenomenon in academic
libraries
 Andrew Melnyk (1976) They are both
“blessings and headaches.”
 White (1985:94) viewed: as expediters,
unofficial colleagues, and people selected
and trained with the aim of developing
potential librarians.

5.  Economic necessity – cheap and additional
staff in times of budgetary constraints
Farrell and Driver (2010:186); Black
(1995:78)
 Library able to open longer and weekends
(O’neil & Comley, 2011:110)
 Need for temporary employment to release
professional librarians to attend to
technical duties.. Short-term labour
intensive projects
 Students at home with colleagues, than
staff

6.  Possible career exposure to librarianship
 Student income for upkeep/tuition
 Work experience for CVs - ready for job
market (Farrell & Driver, 2010:186)
 Maxey-Harris, Cross, & McFarland (2010)
have declared that without student
workers, libraries cannot provide
essential services to the college or
university community.
 Mentorship - deJager (2004)

7.  From clerical to now required to show
initiative, ability to perform in different
circumstances and be responsible
(Walton, 2010:117).
 Tasks: Shelving, clerical, circulation,
data entry, searching, reference desk….
 Titles: Include shelving assistants,
library monitors, library supervisors
(Walton, 2010:118)

8.  kept changing with the changes in the
general hiring personnel procedures
 Some to do specific duties, while
others are hired for general duties
 Post(s) advertised and students apply,
or students register with HR dept. and
are assigned jobs as they arise, either
for pay or as work-study.
 It involves administering tests to get
the most suitable candidate for the
earmarked duties. (White 1985:96)

9.  Since the first impression of an
organization is critical, the students at
the circulation desk must be properly
trained because they are the first
contact to many patrons (Black, 1995).
 Training methods vary with the type
and size of the library and the need.
 Include from basic, brief orientation of
new student assistants to elaborate
and examinable tests (White,1985:96).

10.  Examples: individual instruction, small
groups, workshops, seminars, on the
job training and use of videos and
other new technologies. ICT use
ensures a standardized preparation,
free staff time, flexible hours for
instruction, self-spaced learning
among others (Rawlings, 1982).
 Training enhances student assistant
retention (Clark (1995)

11.  Training must start with the basic duties in the
library without assuming that the students
already know about the library (Tolppanen &
Derr, 2009)
 Kathman and Kathman (2000: 176) argue that
the investment in training student assistants in
the library is worthwhile because it determines
both the effectiveness of the service the library
offers and the image of the library projected to
patrons

12.  if not well supervised students
assistants easily fall into the tendencies
towards concessions to their friends,
and if not well trained leads to
incompetent service delivery.
(White, 1985:94)
 They struggle to balance between their
family, work, academics & social lives.
This affects their concentration on the
job and may compromise their
productivity.

13.  Students stay at the college or university
for 3 or four years and view the job as a
very temporal engagement, sometimes
taking it to meet a financial need.
Commitment to the job is therefore
affected because they do not really see it
as a real job.
 Training them can be cumbersome and
very time consuming, yet needed for
quality service (Farrell & Driver, 2010).

14.  Students stay at the college or university for 3
or four years and view the job as a very
temporal engagement, sometimes taking it to
meet a financial need. Commitment to the job
is therefore affected because they do not
really see it as a real job.

15.  Pre-Employment
◦ Well-written job descriptions. Be very clear
on what you want them to do
◦ Well written performance measures
showing expected output
◦ Well written job interview questions- help
to eliminate those who may not be fit

16.  After Employment
◦ Good Communication is key. Supervisors need
to clearly state expectations and
responsibilities (Slagell & Langendorfer, 2003),
◦ Adequate job orientation including a clear
description of the library’s mission, goals and
objectives, policies, procedures, rules, etc.
◦ As best ambassadors of the library and the
institution at large, students need a thorough
training (Kathman & Kathman, 2000: 176)

17.  After employment..
◦ Establish an annual feedback mechanism
for training (Kathman & Kathman, 2000:
176)
◦ Evaluation of staff – regular meetings for
review of progress and performance,
followed by compliments (verbal and
written) where due

18.  Role recognized- “A university library should
have on its staff a variety of personnel
professional, clerical and student-assistant
staff” Standards for University Libraries (1979).
 With structures in place for hiring, training,
utilization and evaluation, student assistants will
remain a needed part of academic libraries.
 Their significant roles in literature show student
assistants as friends of the library who have a
great stake in the success of the library mission
if managed well.

19.  Black, William K. 1995. Libraries and student assistants: critical links.
Journal of Library Administration, 21(1995), 3/​4.
 Farrell, S.L. & C. Driver. (2010). Tag, you’re it: hiring, training, and
managing student assistants. Community and Junior College
Libraries, 16(3), 185-191.
 Guilfoyle, M. (1984). Computer-assisted training for student
librarians. The Journal of Academic Librarianship, 10(6), 333-336.
 deJager, K. (2004). Navigators and guides: the value of peer
assistance in student use of electronic library facilities. The Journal of
Information and Knowledge Management Systems, 34(3), 99-106.
 Kathman, J. M. & M.D. Kathman. (2000). Training student employees
for quality service. Journal of Academic Librarianship,26 (3), 176-
182.
 Maxey-Harris, C., J. Cross & T. McFarland. (2010). Student workers:
the untapped resource for library professions. Library Trends, 59(1),
147-165,374,377.
 Melnyk, A. (1976). Student aides in our library (blessings and
headaches).Illinois Libraries, 58 (February 1976), 141.

20.  O’neil, F. & J. Comley. (2011). Models and management of student
employees in an Australian University Library. Australian Academic
Research Library, 41(2), 100-112.
 Power, J. L. (2011). Training 2.0-library assistants in the age of
information. Journal Of Access Services, 8(2), 69-79.
 Rawlings, S.M. (1982). Technology and the personal touch computer-
assisted instruction for library student workers. The Journal of
Academic Librarianship, 8 (March 1982), 26-39.
 Slagell, J., & J.M. Langendorfer. (2003). Don't tread on me: the art of
supervising student assistants. Serials Librarian, 44(3/4), 279-284.
 Standards for University Libraries. (1979). College & Research Librries
News, 40(April,1979), 104.
 Tolppanen, B. P., & Derr, J. (2009). A survey of the duties and job
performance of student assistants in access services. Journal Of Access
Services, 6(3), 313- 323.
 Walton, G. (2010). University libraries and student engagement. New
Review of Academic Librarianship, 16, 117-120.
 White, E.C. (1985). Student assistants in academic libraries: from
reluctance to reliance.The journal of Academic Librarianship, 11(2), 93-
97

21. Thank You for Listening…